ory may not, for it has to work through imperfect instrumentalities; and herein we find the explanation of the gradual extension of the work of observation and practice in connection with an extension of the study of theory itself. There is always a degree of personal responsibility resting upon the teacher in relation to individual cases as they arise, and in the work of practice there is imposed a test of the teacher's skill in this work of adaptation.

Such, historically, have been the wellmarked stages in the evolution of professional training for teachers. True to the law of evolution in general the essential feature of each of the successive types persists, with modification, in that which now presents itself as the fulfillment of what was more or less distinctly foreshadowed from the beginning. Scholarship, from the first a distinct characteristic, still persists, but instead of mere knowledge of subjects to be taught it must henceforth include a broad comprehension of man's nature and relations-in short, include all that is involved in a truly liberal education, even as a necessary prerequisite to an adequate understanding of the science of education itself. Method, also, survives as an important part of the teacher's training, but instead of rule-of thumb processes characteristic of the routine driller, which even ignorance can apply with mechanical precision, there must be a procedure in accordance with principles, arrived at historically and scientifically, which place our methodology upon a basis quite independent of unreflecting private opinion. Observation there must be, also, but not for the purpose of finding models to be servilely imitated, not for the purpose of seeing results merely, as the layman is expected to do, but for begetting the habit of looking at and applying rational criticism to the manner in which results are reached.

Lastly, there must be the work of practice for gaining freedom in the adaptation of those principles whose sanction is grounded in the nature and needs of childhood as revealed in the study of humanity.

If now we turn to the prevailing eclectic conception of education and pass in review the many increased demands upon the school of today we see that the college for teachers is but a necessary step in response

4-E. J.

to new requirements growing out of social changes in our national life. Indeed, even after one has obtained the best equipment possible, in respect to liberal scholarship, professional knowledge and skill, one may well pause in the presence of the tremendous responsibility imposed upon the American teacher of today. And just as in other forms of evolution we observe the survival with the modification of essentials in successive types, so in the type of education demanded today do we find the requirements of almost every historical conception existing in some form in conjunction with what is distinctly new. This is why the process has become so complex. This, too, explains why teachers' colleges have become a necessity. Otherwise there will be a misplacing of emphasis and a perennial confusion arising from one-sided views and seemingly conflicting educational purposes. In other words, the demand that the whole child shall go to school requires a comprehensiveness in preparation on the part of the teacher which shall prevent him from losing sight of any of the threads in the seamless garment of a physically sound, righteously disposed, and rationally free democracy.

Such an education must be practical, but in addition to the three Rs there must be the three Hs-the education of the hand, heart and head. It must furnish knowledge, but such a knowledge as will make one feel at home in the world of today. It must furnish intellectual training, but there must no longer prevail that fallacious doctrine that any subject or group of subjects possesses a monopoly of disciplinary value and that, too, in inverse proportion to an inherent interest and practical utility. It must furnish moral character, but to attempt this through moral instruction not preceded and not accompanied by persistent training in right action is as futile as trying to secure correct speech through a study of the principles and rules of grammar. It must prepare for the social order into which we are born, but there must also be cultivated that spirit of tolerance and flexibility of temperament which will enable us to easily adjust ourselves to changing conditions of social life and to readily modify our institutions to suit new necessities. It must prepare for religious life in the community, but it must

do so through insight into the principles of righteousness which unite men, and not through the dogmas at divide them-not through the arid abstractions of theological statement, but through the fruits of concrete life in a literature shot through with the golden rule and the sermon on the mount. It must even fit for a pursuit, but it must do so by directing attention to the dignity of labor and the necessity of building up a society which, from top to bottom, shall consist of self-dependent, self-supporting producers in a world of organized industry where the rendering of a substantial equivalent for the fruits of each other's toil is a moral obligation and a condition to higher things. It must prepare for citizenship, but it must do so through a study of the physiology rather than the morphology of government and a cultivation of that spirit of impartiality which shall prevent blind partisanship. It must instill a sentiment of patriotism, but it must be a patriotism in which the spirit of '76 arms itself with new weapons for new conflicts. Not a patriotism which thinks of war as the field for its exploits and expends itself in firecracker effervescence on Fourth of Julys, in after-dinner speeches on battle anniversaries, in building monuments, in garnishing sepulchres, and in pride for a patriotic ancestry, but a patriotism which sees our present weaknesses, feels a keen responsibility, and transmutes the mighty energy aroused by an intelligent pride in a glorious history into efficient work-a patriotism whose heroes are not men with swords in their hands, but citizens of personal integrity. armed with voices and votes.

In thus speaking of the increased demands upon the school of today I am not unmindful of the truth that responsibility in this work of training, revelation and inspiration is shared by the other institutions of society. Indeed, the institutions of the family, school, church, state, industry and the public press are all for each and each for all, and all for the perfection of the human nature out of which they spring. for giving life for life. But it is just because we conceive of the work of the school as the agency through which the work of all other institutional agencies in a democracy is to be brought into intelligent cor

relation that we mention them here in justification of the exalted standard of profes sional training for teachers now proposed in this university. That this united institutional effort will at times fail, even when we have all done our best, may fairly be conceded; but these purposes are torches of various size, lighting up the way by which all must be guided, wherever the journey may end.

Finally, in laying stress upon certain scholastic and professional qualities of the teacher I would not have you think that 1 lose sight of those personal qualities which are the indispensable complement of these in order to insure efficiency. Indeed, all teaching of the highest type is personal-is the benign influence of one in whom has been realized all that is sought in another. In view of this, even more than mere scholarship and professional knowledge, should one be selected for the care and culture of youth, and he that climbeth to an appointment in any other way, the same is a thief and a robber.

In harmony with such purposes as these would we found a college for teachers. To such a college would we invite those into whose hands are to be committed our most precious possessions-our children, the future citizenship of this municipality and active participants in national and international affairs. To the building of such an institution duty and responsibility bid us. It is a work which calls for faith and courage; for devotion and self-sacrifice; for time and treasure. It appeals to practical philanthropy. It demands public expenditure. It calls for buildings, equipment, teachers, salaries. But what are all of these sacrifices in comparison with such purposes realized and the promotion of that which is the true measure of civic or national greatness? Let Lowell express it, in his matchless essay on Democracy:

"The true value of a country must be weighed in scales more delicate than the balance of trade. The garners of Sicily are empty now, but the bees from all climes still fetch honey from the tiny garden plot of Theocritus. On a map of the world you may cover Judea with your thumb and Athens with a finger-tip, and neither of them figures in the prices current; but they still

lord it in the thought and action of every civilized man. id not Dante cover with his hood all that was Europe six hundred years ago, and, if we go back one hundred years, where was Germany, outside of Weimar? Material success is good, but only as the necessary preliminary to better things. The true measure of a nation's success is the amount that it has contributed to the knowledge, the moral energy, the intellectual happiness, the spiritual hope and consolation of mankind. There is no other, let our candidates flatter us as they may."

INDIANA TEACHERS' AND YOUNG PEOPLE'S BOOKS ADOPTED FOR THE SCHOOL YEAR OF 1906-07.

TEACHERS' BOOKS.

The Basis of Practical Teaching, Silver, Burdett & Co.

Essays in Application, Chas. Scribner's Sons.

PUPILS' BOOKS.

Second Grade.

Overall Boys, Rand, McNally & Co.

Baby Days, The Century Company. Lodrix, D. Appleton & Co.

Little Precious, Harper & Bros.

Third Grade.

The Magic Forest. The Macmillan Company.
Ten Little Indians, W. A. Wilde & Co.
The Quilt That Jack Built, L. C. Page & Co.
Among the Meadow People, Dutton & Co.

Fourth and Fifth Grades.

In the Reign of Queen Dick, D. Appleton & Co.

Wild Birds of Indiana, Educational Publishing Company.

Pioneer Stories of the Mississippi Valley, The Macmillan Company.

Glimpses of Longfellow, Heer Publishing Company.

Stories of Brave Old Times, Lee & Shepherd Co.

Sixth and Seventh Grades.

Little Colonel in Arizona, L. C. Page & Co. Little Men, Little, Brown & Co.

The Wonder Book, Houghton, Mifflin & Co. The Orcutt Girls, W. A. Wilde & Co.

The Hygiene of the Schoolroom (Silver, Burdett & Co.), by William F. Barry, M. D., member of the school board, city of Woonsocket, R. I.; consulting physician to St. Joseph's Hospital, Providence, R. I., and member of the American Medical Association. Illustrated. 195 pages. Cloth. Price, $1.50. Carefully studied and conscientiously put into practice, the principles in this book bid fair to revolutionize the hygienic phase of modern education and to bring about a sounder quality of citizenship through that radical remedy, the general medical inspection of public schools.

The American School Supply Company, 318 North Eleventh street, Lincoln, Neb., announces the publication in August, 1905, of Tennyson's Lancelot and Elaine, edited by Louise Pound, Ph. D. (Heidelberg), adjunct professor of English language and literature, the University of Nebraska. Few poems are so universally studied in our schools and colleges as Tennyson's Lancelot and Elaine. Many editions of this idyll are

offered to the teacher, but we claim for our book many strong points, and many points of undoubted superiority. The edition represents an endeavor to furnish the brief yet critical edition so much to be desired by teacher and student, and has been carefully and independently prepared.

Stories from Plutarch (Thomas Y. Crowell & Co., New York), by F. Jameson Rowbotham. Illustrated. 350 pages, 16mo, 60 cents; 18 mo, 35 cents and 75 cents; 12mo, 60 cents and 75 cents. Mr. Rowbotham has retold these stories with atmosphere and strength, adding much by way of explana tion and enjoyment.

Laboratory and Field Exercises in Physical Geography, a manual for secondary schools, by Gilbert Haven Trafton, instructor in science, Passaic (N. J.) High School. (Ginn & Co.) 12mo. Cloth. 90 pages. List price, 40 cents; mailing price, 45 cents. Designed to guide pupils in their field work and to furnish definite outlines for the exercises in the laboratory, this manual provides a basis for the text-book work. It is planned to occupy the same place in the study of physical geography that the laboratory manual holds in the study of physics or chemistry.

The Bird Woman of the Lewis and Clark Expedition, by Katherine Chandler. (Silver, Burdett & Co., New York, Boston, Chicago and Philadelphia.) This is just the material for a child's reader, for the child will learn to read through the desire to know "what happened next." This is a "true story," too -every bit of it is found in the Lewis and Clark journals. Although full of incident, the book has a vocabulary of only four hundred words, over half of which are found in

every popular primer. The story is so na!urally dramatic and is told with such simplicity of style that it is perfectly readable for children in the first and second grades.

The Child's Calendar Beautiful (BurtTerry-Wilson Company, Lafayette, Ind.), compiled and arranged by R. Katherine Beeson, principal of the Centennial School, Lafayette, Ind., shows the result of years of observation and practical work in the schoolroom. The selections are distributed through the different months of the year and are arranged to cover the eight grades preceding the child's entrance to high school. The book has received strong and cordial endorsements from prominent educators of the State. State Superintendent F. A. Cotton says: "I have gone through Child's Calendar Beautiful with considerable care, and find that it is a most excellent collection of poems and prose for use in the schools. It is so carefully graded that it provides a basis for a systematic course in literature from the first to the eighth grade, inclusive." W. E. Stone, of Purdue University, makes the following comment: "I wish to com mend the excellent taste with which the se lections are made and arranged in Child's Calendar Beautiful. We have frequently taken it up in our evening family circle for reading aloud, each selecting and readily finding something to his taste. One finds there all of the best things. The compiler deserves the grateful appreciation of the children, and their parents as well, for her good work.”

Hearts' Haven, one of the literary suecesses of the season and a most charming story, is the work of an Indiana author, Katharine Evans Blake.

Most of its scenes are laid in New Harmony, Ind., in the time of the Rappite com munity, and they have a correct historical basis which involved much research on the part of Mrs. Blake.

At the present time, when the desire for social betterment is strong and often takes the form of experiments in co-operative life. the picturing in Hearts' Haven of the life of this famous old Rappite community is valuable to all who are interested in sociological affairs.

Fanatical as the members of the community certainly were, "the acumen and devotion of their leader, Father Rapp, and their own obedience and thrift brought them phenomenal prosperity."

Their ideal was "an earthly Paradise where all are bound together in the tie of brotherhood, and the days slip by in heavenly peace, while the soul stretches its wings and grows to godlike stature." But the reality proved to be full of stirring incidents.

The story of the love of Hugh von Korassel and Trillis Daventry is told with delicacy, and yet with a firm grasp of the life problems involved.

The distinct and consistent portrayal of characters, from that of Father Rapp down to that of Baby Helen, makes the events of the story seem to be the natural outcome of the reactions between character and environment.

A subtle humor and a quiet underlying philosophy pervade the novel, and, combined with a marked facility of expression, give it high value as a piece of literature.

But above all there is tnroughout a sweet, reverent delight in the holy things of life, in true love, true motherhood, true human charity, true spiritual consciousness, which makes it beautiful.

Hearts' Haven is admirably fitted for dramatization. It is to be hoped that its possibilities in the way of new and pleasing situations and of types of character seldom, if ever, seen on the stage, will be recognized, and that we shall have from it a play as sweet and beautiful as the written story.

Forestville School, Chicago, author of "The Hiawatha Primer" and "The Book of Nature Myths." 35 cents. Miss Holbrook is one of the most successful teachers in the United States, and she knows what selections appeal to children. Teachers in the grades especially need her works.

The Youth's Companion is an illustrated family paper. It is published weekly. Its illustrations are by the best artists. Its stories represent real life, and aim to interest readers of all ages. They are stimulating, healthful and helpful, but never sensational. Their great number and variety, together with their marked excellences, give the Companion acknowledged pre-eminence among literary publications. Subscriptions are received by the Educator-Journal Company at $1.75 per year.

"Christmas-Time Songs and Carols" (Clayton F. Summy Co., Chicago), with words by Edith Hope Kinney and music by Mrs. Crosby Adams. This interesting collection is designed for home, school and church. 50 cents.

"Cranford" (The Macmillan Co.), by Mrs. Gaskill. This work has been carefully edited by Martin W. Sampson, professor of English Literature in Indiana University. 25 cents.

"The Elements of Psychology" (A. G. Seiler, New York), by Edw. L. Thorndike, professor of Educational Psychology in Teachers' College, Columbia University. This work should interest educators in general, as the author stands in the very forefront of American psychologists as an experimental investigator, as a critic of other investigators, and as an expounder of re

sults.

"Science of Education" (Chas. Scribner's Sons, New York and Chicago), by Richard Gause Boone, A. M., Ph. D., author of "Education in the United States" and "Education in Indiana." This volume has grown out of many years' use of the discussions by the author in connection with the pedagogical department of the University of Indiana and in the Michigan Normal College